Over the past four years Ballarat High School has made changes to the structure of the Leadership team. Roles and Responsibilities have been adapted and a change in the appointments of individuals within these jobs also. A focus from teacher centred teaching has changed to student centred learning, a learning framework has been developed and implemented and a focus towards individualising learning has generated more awareness in all areas of the school community in regard to teaching, learning and leading.
Ballarat High School wanted a Learning Community that
Personalised Learning
was Learning Centred
was Flexible in its offerings
was Innovative
parents would want to send their children to
Here is a snapshot of BEFORE 2006 to NOW at Ballarat High School.
← 2006
2007→
Staff vs Admin
Staff and Leadership Team
Managment
Leadership
Charter
Strategic Plan
Tradition
Innovation
Teacher at the centre
Learner at the centre
Individual Values
Shared Values
Effective School Model;POLT
Learning Framework
KLA's
Professional Learning Teams
Facilities
Space and Pedagogo
Vision
Shared Vision
Ballarat High recognised the NEED for shared learning and more focus on student engagement. Traditions have begun to be broken down, a new journey is travelling down a road less travelled and visions are growing.
Ballarat High School Learning Framework:
In 2009 the Learning Adviser Program was introduced. This developed and grew from a need being recognised and from conversations being had formally and informally,
The Learning Advisory program is focuses on:
Personalising Learning
Putting Learning first
Every student in the school having a significant adult who is familiar with their learning goals, dreams and aspirations.
Challenging staff to ask "Where is that student"
The journey has begun, it is not complete, it is not a short journey and staff are gradually getting on board. It is a work in progress.
Part of the journey has focussed on building all staffs' capacities in understanding 'EI - Emotional Intelligence' and generating a shared language based on the seven skills of EI, which are;
Emotional self awareness
Emotional expression
Emotional awarenss of others
Emotional reasoning
Emotional self-management
Emotional management of others
Emotional self-control
Ballarat High employed the skills and knowledge of the Emotional Intelligence Research Unit from Swinburne University.
Dr Karen Hansen and Professor Con Stough in association with Genos pty ltd, have researched EI and developed an Assessment
and Development program for the Educational Setting.
All staff were taken through a revised program and ten Team Leaders, including myself, were taken through the accreditation
program for schools led by Dr Karen Hansen. The program focussed on our own levels of EI, developing a shared language to
use within the school with all staff and students to assist each other in understanding our own EI and assist students in
developing their own EI, which in turn will assist in them developing individual learning goals to help them with their current
studies and future desires. Further Information can be found at http://www.swinburne.edu.au/lss/bsi/eiu/
Ballarat High School wanted a Learning Community that
Here is a snapshot of BEFORE 2006 to NOW at Ballarat High School.
Ballarat High recognised the NEED for shared learning and more focus on student engagement. Traditions have begun to be broken down, a new journey is travelling down a road less travelled and visions are growing.
Ballarat High School Learning Framework:
In 2009 the Learning Adviser Program was introduced. This developed and grew from a need being recognised and from conversations being had formally and informally,
The Learning Advisory program is focuses on:
The journey has begun, it is not complete, it is not a short journey and staff are gradually getting on board. It is a work in progress.
Part of the journey has focussed on building all staffs' capacities in understanding 'EI - Emotional Intelligence' and generating a shared language based on the seven skills of EI, which are;
Ballarat High employed the skills and knowledge of the Emotional Intelligence Research Unit from Swinburne University.
Dr Karen Hansen and Professor Con Stough in association with Genos pty ltd, have researched EI and developed an Assessment
and Development program for the Educational Setting.
All staff were taken through a revised program and ten Team Leaders, including myself, were taken through the accreditation
program for schools led by Dr Karen Hansen. The program focussed on our own levels of EI, developing a shared language to
use within the school with all staff and students to assist each other in understanding our own EI and assist students in
developing their own EI, which in turn will assist in them developing individual learning goals to help them with their current
studies and future desires.
Further Information can be found at http://www.swinburne.edu.au/lss/bsi/eiu/